Role of Paraeducator Professional in Supporting Children with Communicative Disorders and Learning Disabilities in Inclusive Education
YasmeinGamal Mahmoud Helal;
Abstract
In the field of phoniatrics, children with communication and learning disorders may face an evident problem at school entry. Integration in general education is the best choice for them when they reach school age. So, paraeducator professionals (PEP) play an increasingly prominent role in supporting students with dis¬abilities in the general education classroom. PEP is the person who assists in the instruction and care of disabled students including management of student behavior, record keeping, instructional assistance, classroom organization and interaction with students under supervision and direction of a classroom teacher.
Children whose ages range between 3-21 years old and meet the requirements of any of the following disabilities may need PEP: Autism Spectrum Disorders, Specific Learning Disability, Traumatic Brain Injury, Emotional and behavioral disorders, Down’s syndrome, Mental Retardation, Multiple Disabilities, Deafness, Hearing Impairment and Deaf/Blindness.
The role of PEP is supporting students with disabilities academically, behaviorally, socially and physically. The academic role of PEPs includes:
1- Assisting in developing the Individual Education Program (IEP).
2- Assisting supplemental instruction.
3- Motivating Students with disabilities in classroom.
4- Taking part in activities that increase student independence and facilitate student transition from school to work and to community living.
5- Assisting students to use assistive instructional technology.
6- Maintaining files or records about student progress toward goals.
While the behavioral support includes presenting a systematic behavioral support plans for inappropriate child’s behavior. The classroom teachers are responsible for creating positive behavioral strategies. While PEPs assist the supervising teacher in creating positive behavioral strategies, observing and recording behavior, implementing behavior plans and supervising students’ behavior during free play or class activities.
Children whose ages range between 3-21 years old and meet the requirements of any of the following disabilities may need PEP: Autism Spectrum Disorders, Specific Learning Disability, Traumatic Brain Injury, Emotional and behavioral disorders, Down’s syndrome, Mental Retardation, Multiple Disabilities, Deafness, Hearing Impairment and Deaf/Blindness.
The role of PEP is supporting students with disabilities academically, behaviorally, socially and physically. The academic role of PEPs includes:
1- Assisting in developing the Individual Education Program (IEP).
2- Assisting supplemental instruction.
3- Motivating Students with disabilities in classroom.
4- Taking part in activities that increase student independence and facilitate student transition from school to work and to community living.
5- Assisting students to use assistive instructional technology.
6- Maintaining files or records about student progress toward goals.
While the behavioral support includes presenting a systematic behavioral support plans for inappropriate child’s behavior. The classroom teachers are responsible for creating positive behavioral strategies. While PEPs assist the supervising teacher in creating positive behavioral strategies, observing and recording behavior, implementing behavior plans and supervising students’ behavior during free play or class activities.
Other data
| Title | Role of Paraeducator Professional in Supporting Children with Communicative Disorders and Learning Disabilities in Inclusive Education | Other Titles | دور معين التدريس المتخصص فى مساعدة الأطفال ذوى المشاكل التخاطبية و صعوبات التعلم فى التعليم الدامج | Authors | YasmeinGamal Mahmoud Helal | Issue Date | 2014 |
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